Simple arithmetic: electrophysiological evidence of coactivation and selection of arithmetic facts.

This study aimed at exploring the time course of processes underlying the associative confusion effect. We also evaluated the consequences of selecting arithmetic facts to resolve addition problems. We gathered electrophysiological evidence when participants performed a verification task.

The retrieval and selection of arithmetic facts in oral arithmetic.

We examined the co-activation and the selection of arithmetic facts in oral arithmetic. In two experiments, participants had to verify whether simple additions were correct or not. In Experiment 1, additions were presented in the auditory-verbal format; in Experiment 2, additions were presented in the digit format but simulating the temporal sequence of auditory problems of Experiment 1.

Activation and selection of arithmetic facts: The role of numerical format.

We examined the role of numerical format in the activation and selection of arithmetic facts. We also explored the inhibitory nature of this mechanism. To this end, in two experiments we manipulated the format of the operations (digit format and word format) while participants decided whether simple additions were correct or not.

Simple arithmetic development in school age: The coactivation and selection of arithmetic facts.

We evaluated the possible inhibitory mechanism responsible for selecting arithmetic facts in children from 8 or 9 years to 12 or 13 years of age. To this end, we used an adapted version of the negative priming paradigm (NP paradigm) in which children received additions and they decided whether they were correct or not. When an addition was incorrect but the result was that of multiplying the operands (e.

Simple arithmetic: evidence of an inhibitory mechanism to select arithmetic facts.

In two experiments we evaluated the coactivation of arithmetic facts and the possible inhibitory mechanism used to select the correct one. To this end, we introduced an adapted version of the negative priming paradigm in which participants received additions and they decided whether they were correct or not. When the addition was incorrect but the result was that of multiplying the operands (e.